Online Vs. Online Payment System - 1605 Words

Along with the exponential increase in the number of online business transactions over the last decade, the popularity of the online payment system has soared with the realization among vendors and creditors of its growing importance. The growth of the online payment system has served as a foundation in the improvement of the information and in the achievement of paperless operating efficiency. However, the growth and acceptance of the online payment system is still being challenged by varying characteristics of customers and web-systems as well as perspectives on the safety and reliability of this mode of payment. Are online-based systems safe and reliable? The goal of this research paper is to find out more on the opportunities and†¦show more content†¦The percentage of people who don t trust the Internet with the security of their financial information dropped to 8 percent in 2006 from 20 percent in 2004. Meanwhile, the number of those who believe that paying bills onlin e is safer than using paper checks increased during the same period, to 37 percent in 2006 from 24 percent two years earlier (Consumers less concerned, 2006). Compared to traditional payment methods such as check payments, phone payments, or wire transfer payments, online payments are considered better in terms of time and cost efficiency, convenience, and flexibility for people and businesses. The underlying questions that we seek to answer in this research paper is what factors determine how well online clients will accept online payments, measures should be taken by e-vendors to accelerate the acceptance of this technology, and what advantages does this form of payment have over mail payments. Further, it will also be important to consider the negatives of online payments and see whether there are any threats that may affect the credibility of e-payments as alternatives to paying bills by mail. It is a fact that e-commerce cannot thrive without a robust, secure, and well-developed e-payment infrastructure. One of the main issues that have clouded the online-based payments is the issue of trust. A level of fear has always been in online-based systems. However, there are several advantages of online-based systems that

The Physics Of The Atom Essay - 1289 Words

The atom is the building block of every known physical element in existence. Every solid, liquid, gas, plasma has either neutralized or ionized particles. Atoms are tiny in size at around 10 billionths of a meter. The majority of the particles’ mass is the nucleus. The protons possess a positive charge, while electrons have a negative electric charge and neutrons have no electric charge. The atom is the fundamental unit of every element that has the chemical components of the element, consisting of a nucleus, a particular combination of neutrons and protons, and has one or more electrons bound to the core by an electrical charge. The thought that matter is made up of discrete units is a very ancient idea. This idea appears in several ancient cultures such Greece and India. Ancient Greek philosophers first coined the term atom. The Greek philosopher Democritus was the first person to use the word atom; meaning indivisible. He thought that if take any piece of matter and continuously subdivide it, a point would reach where the atom could not be divided anymore. This fundamental unit is what Democritus called an atom. However, these ideas were established based on philosophical and theological reasoning rather than through evidence and experimentation. Therefore, the views expressed by these philosophers on how atoms look like and behave were inconsistent. They were incapable of convincing everybody based on what they thought. Thus, atomism was just one of the many theoriesShow MoreRelatedEssay On Physics After The Discovery Of The Atom888 Words   |  4 PagesPARTICLE PHYSICS AFTER THE DISCOVERY OF THE HIGGS The world of physics had been developed a well-established model of the atom. The standard model had been pretty well â€Å"tied up†, with its group of 16 elementary particles and their nice set of rules describing how they should interact. Physicists had observed until the Higgs discovery, 16 of these particles. The crowd was already beginning to desperate for a 17th particle that would send the model in new and wild directions (supposedly). But the HiggsRead MoreThe Physics Of Water And Hydrogen Atoms1196 Words   |  5 PagesWater has a simple molecular structure which consists of one oxygen atom (O) and two hydrogen (H) atoms. As both oxygen and hydrogen have little to no difference in electronegativity and are non-metals they covalently bond by sharing a pair of electrons to complete their outer shell. When the atoms are covalently bonded they form water H2O. As shown in the diagram 1, after sharing two of its valance electrons, oxygen is left with two pairs of electrons available for bonding. 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The Nucleus contains the Protons and Neutrons. The electron Shell Contains the The electrons. There are many Scientist that contributed in the investigation of the atom which are: 1- John DaltonRead MoreAn Extraordinary Man From Demark920 Words   |  4 PagesOn October 7, 1885, an extraordinary man from Demark was born. A baby boy, who was yet to find out the impact he would have on this world. This man was Niels Bohr, and he made fundamental contributions in the way one can understand the atom s structure. In addition to the structure, he also had an impact in the early development in quantum mechanics. His impact not only made a change in history, but also changed the way people looked at the atom’s structure. We can now build and learn from NielsRead MoreNuclear Weapons and Their Linkage with Physics1100 Words   |  4 PagesWeapons and their Linkage with Physics The functioning of nuclear weapons requires understanding the underlying physics beginning with the structure of the atom. 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He had more success with younger physicists like Australian William Lawrence Bragg, and New Zealand’s Ernest Rutherford, whose 1911 Rutherford method of the atom had challenged Thomson’s 1904 plum pudding

Nutrition and Behaviour Samples for Students †MyAssignmenthelp.com

Question: Discuss about the Food Nutrition and Behaviour. Answer: Analysis and critique of the Health Belief Model Health belief model is a psychological health performance alter framework, which has been established for clearing up and predicting health associated attitudes, especially related to health service usage. The model was developed by a social psychologist at U.S. public health service in 1950s (3).The health belief model tells about individuals beliefs and perceptions about health problems, professed remuneration of action and obstacles to action along with the self effectiveness for appointment in health promoting deeds. The model says that a cue to action, i.e. trigger or stimulus should also be present for influencing the health promoting behaviour. The theoretical construct includes following seven elements: Figure: Health belief Model (Source: 3) Perceived severity- This element refers to the subjective evaluation of the severity of a health issue and its potential consequences. The model tells that individual perceiving a health issue more severe is expected to engage in potent health behaviours for preventing the disease. If individual is believes that the severity of malnutrition of food choice related health issues is high, they are more likely to modify their food behaviour (2). Perceived susceptibility- It is referred to subjective assessment of risk of developing a health issue. The model demonstrates that individual, who perceives their susceptibility towards a health issue, engages in such behaviour that would reduce the risk of developing the particular health issue. Therefore, if individual believe that they are susceptible to health issues due to their food choice or behaviour, they would more prone to modify their food choice (3). Perceived benefits- It is referred to individuals efficacy of being engaged in a health promoting behaviour for reducing the risk of disease development. Thus, health related behaviours are also promoted by the perceived benefits of action. Individual, who understands the benefits of eating green vegetables instead of street foods, is more likely to include green vegetables in their diet than the individual who does not know that (4) . Perceived barriers- Alike the perceived benefits, perceived barriers can prevent individual to take action for health related behaviour, instead of being aware of the severity of health issue and positive effect of the health behaviour. For instance, if an individual is aware of the bitter taste of a healthy food, he will attempt to avoid the food, instead of knowing its healthy nature (3). Modifying variables- Modifying variables like individuals habitat, demographic, psychosocial or structural variables can affect individuals perceptions. Food choice varies among people to people, society to society, in different contexts (6). Cues to action- The HBM suggests that the presence of stimuli, trigger or the cue of action can significantly promote health related behaviour within an individual. Motivational talks, promotions or social media advertisements can work as stimuli to promote individuals food choice. Self efficacy- This component was added later with the four components of the model, where it has been depicted that self-efficacy is the belief of an individual about the ability to perform behaviour successfully. Individual, love to consume fried street food, may perceive that he would not be able to consume a healthy diet with full of vegetables, totally excluding street foods, which may hinder his healthy food choice (4). However, there are several factors contributing human food choice behaviours. HBM addresses a range of factors influencing individuals decision and behaviour, but unable to predict the full range of food-choice behaviours. The model tries to forecast health related behaviours by considering personal differences in belief and attitudes. It does not include environment factors, which are out of individuals control; it does not deem the force of emotions on health related behaviour (2). Moreover, the model does not tell how constructs of model interact with one another. Sometimes, food choices are unrelated to health which cannot be explained through this model. 2.Alternative drivers of human food choice There are several factors, which can drive the food choices of individual. For instance, besides the demographic information, appearance of food, i.e. taste, smell, texture is also important determinants of food choice. The physiological factors age, sex, body size, metabolic rate, health status, level of physical activity, pregnancy, lactation, hormonal secretions, use of drugs, physiological comparisons and general health status are significant drivers of food choice. Environmental factors include traditions, peer or family influence, media promotion, awareness about diet-health relationships, food environment or eating environment. Some food consumption is related to celebration, security or emotional status (5). Food accessibility is another factor that significantly drives individual food choice. It was claimed that women acts as a gatekeeper of family food patterns, though the concept is being changed nowadays. Some studies showed the prestige value of foods as a driver of food choice. Income is a key driver that promotes the decision about the food choice, which is linked to the SES of an individual or family (4). Urbanization is a key factor that drives the food choice, as it is also linked with the income and SES. Other alternative drivers include trade liberalization, overgrown transnational food corporations, retailing as well as food industry marketing. The above drivers have significant contribution in different contexts for deciding individuals or groups food choice behaviour. However, these factors have not been considered in health belief model. 3.Alternative model of food choice An alternative model that can address the above mentioned drivers and limitations found in HBM, is the Food choice process model, which shows a significant interaction among the drivers of food choice. The model includes 3 main components of food choice, i.e. life courses, influences and personal food system. These three components cover all the aspects influencing food choice. Figure: Food process model (Source: 1) Life course proceedings and experiences- These are the factors that are acquired throughout individuals life and affect their food consumption pattern and food choice. These include: Trajectories- These are the key life course concepts and includes individuals persistent opinion, judgment, strategies, and actions as she approached choice like family cuisine. Transition- These are the shifts in a persons life course leading to changes in food choice trajectories, like migration, marriage, workplace change or shift from childhood to adolescence (7). Turning points- These are the major transitions leading to reconstruction of food choices, like a post surgery diet routine. Timing- Timing is considered when transitions for turning points occur. It also has a significant impact upon determining the influences. Contexts- Contexts are referred to the situations, which influences the living patterns along with the behaviour and food choices of individual. Contexts are of two types, i.e. macro level and micro level. The macro level contexts include societal, civilizing, political, financial and other circumstances facilitating and restraining constancy or changes in the food choice trajectories of individuals. On the other hand, the micro level contexts include families, friends, schools, universities, workplaces, communities, and other social and physical structures that shape food choice trajectories (8). Influences on food choice- Influences are categorized in five components, which are as follows: Cultural ideas- It includes the system of rules, plans and regulations in the community used as orientation points by persons to evaluate and critic food behaviours. Persona factors- These include the features of persons influencing their food choice behaviours and decisions like genetic predisposition to disease, sensory sensitivity to food tastes, food preferences, personality, gender roles, parent responsibilities etc (3). Resources- These are the possessions people believe for making food choice decision like income, wealth, equipment, space, skills, knowledge, relationships, connections, values, traditions etc. Social factors- These include social relationship system for individual that can constrain or facilitate food choice decisions like, eating with co-workers, family support to eat healthy (2). Present context- These include the current scenario, where the individual is developing food choices like economic conditions, government policies, and mass media, climate, physical structures etc. Personal food system- It includes the cognitive methods for choosing food, which can guide food consumption behaviours like food choice principles, arbitration and pondering food choice values, categorization of foods and situation etc. In addition, personal process of food choice also includes strategy, routines and script development for recurring food decisions. Food choice values include taste, cost, health, convenience, health, overseeing affairs and feelings attached to it (5). Prioritizing these values, people negotiate and balance their food choices. On the other hand, food choice strategies comprise removal, limitation, replacement, calculation, amendment and routinization, making food selection more automatic or habitable. Comparing these two models, i.e. the HBM and food process model, it has been revealed that HBM is covering all the aspects regarding the perceptions regarding human health, however, this model does not include several alternative drivers of human food choice and behaviour. These drivers have been addressed by the food process model, i.e. it addresses the emotional, social, environmental, physical as well as contextual factors that can influence the food behaviour of an individual. It also shows the link between these factors, which is also not shown adequately in HBM. 4.Critique of proposed model of food choice Although the above discussed mode addresses several alternative drivers of food choices along with the impact of these drivers on individuals life and management, no model is perfect. However, this model does not include food accessibility or availability related factors or drivers, but these factors should be considered, because food choice is critically dependent upon the availability of food (8). Reference List Furst T, Connors M, Bisogni CA, Sobal J, Falk LW. Food choice: a conceptual model of the process. Appetite. 1996 Jun 30;26(3):247-66. Sobal, J., Bisogni, C. A., Devine, C. M., Jastran, M. (2006). A conceptual model of the food choice process over the life course.Frontiers in Nutritional Science,3, 1. Green, E. C., Murphy, E. (2014). Health belief model.The Wiley Blackwell Encyclopedia of Health, Illness, Behavior, and Society. Ayele, K., Tesfa, B., Abebe, L., Tilahun, T., Girma, E. (2012). Self care behavior among patients with diabetes in Harari, Eastern Ethiopia: the health belief model perspective.PloS one,7(4), e35515. Kim, H. S., Ahn, J., No, J. K. (2012). Applying the Health Belief Model to college students' health behavior.Nutrition research and practice,6(6), 551-558. Ogden, J. (2012).Health psychology. McGraw-Hill Education (UK). Salmon, S. J., Fennis, B. M., de Ridder, D. T., Adriaanse, M. A., De Vet, E. (2014). Health on impulse: when low self-control promotes healthy food choices.Health Psychology,33(2), 103. Mann, J., Truswell, S. (2012).Essentials of human nutrition. Oxford University Press.

The number of older, more nontraditional college students are growing Essay Example For Students

The number of older, more nontraditional college students are growing Essay No matter how old or young one is; it is never too late to start working toward an educational goal in becoming a college graduate! Remember the dream within us sits waiting to spread forth and become a reality. It is only the lack of belief in ourselves that stops us from achieving those things with the heart, and it is only through our own understanding, ability and perseverance that we see them become realities. Until then, they are little more than visions in a crystal ball, with no chance of development. Some would-be students believe it is too difficult to pursue a college degree, believing they are not smart enough or personally powerful enough to see a degree through. And, no doubt, it is no walk in the park, but is and will be the most personally fulfilling and rewarding experience and personal achievement that life will bring, second only to a beautiful, long lasting marriage or having children to share ones life with. We will write a custom essay on The number of older, more nontraditional college students are growing specifically for you for only $16.38 $13.9/page Order now The first step in achieving ones college goal, is believing in yourself and making a commitment to yourself and education that no matter what the next few years bring in personal circumstance or situation that ones priority is achieving their college dream, and nothing will stand in ones way in achieving them. It is only the student with this most positive and certain attitude that will succeed. Otherwise, difficult circumstances and situations are sure to arise, and without this attitude, students are sure to follow a voice within them that says, Its too difficult, why not just quit! And that will be the end of that. But with a positive and certain goal the voice within will remind the student of the dream, the band playing pomp and circumstance and the diploma in hand. And the struggle will seem well worth it. According to the National Center for Education Statistics NCES, by 2010, 16 million people will be enrolled in American colleges and universities à ¢Ã¢â€š ¬Ã¢â‚¬Å" over half of them adults. Not Your Average College Freshman Why return to school? Some people want to finish a degree begun earlier in life but interrupted by career decisions or family responsibilities. Others decide to begin a graduate or post-graduate program after a long hiatus away from school. And among adult workers, and emphasis on continuous learning as a way to keep ones competitive edge in the work world is inspiring many to hit the books again. New Demands à ¢Ã¢â€š ¬Ã¢â‚¬Å" and New Prospects Going back to school can be exciting turning point à ¢Ã¢â€š ¬Ã¢â‚¬Å" as well as cause for trepidation. Having been away from school for a long time, or never having been a college student before, many older students are unsure of what to expect and how to get the most out of their degree program. Luckily, todays students have a wide array of program options à ¢Ã¢â€š ¬Ã¢â‚¬Å" including virtual universities, distance learning, self-paced study, and corporate education and training programs. Some programs mix classroom and independent study, while others let one attend classes on weekends. Yet other schools let one earn life-experience credits. Tips and Tools for Returning to School With so many choices, how should one choose a program? And how might one cope with the demands of course work? Here are some helpful tips: Shop around for the degree program that best suits ones schedule and ones learning style. Once a potential program is found, dont be afraid to ask the school lots of questions! Study skills rusty Ask the office of continuing education at ones school to recommend on-campus study-skills seminars. Many colleges offer study advice. Establish a firm schedule for studying à ¢Ã¢â€š ¬Ã¢â‚¬Å" and stuck to it. But take breaks, too. Join a discussion or study group with other adult students in the program. Better yet, start one yourself à ¢Ã¢â€š ¬Ã¢â‚¬Å" youll be amazed at how much youll learn about teamwork and leadership! Learn how to use the Internetà ¢Ã¢â€š ¬Ã¢â‚¬ its an essential research tool for all college students today. .ufd18d188429eb83423d6550e0fc15dad , .ufd18d188429eb83423d6550e0fc15dad .postImageUrl , .ufd18d188429eb83423d6550e0fc15dad .centered-text-area { min-height: 80px; position: relative; } .ufd18d188429eb83423d6550e0fc15dad , .ufd18d188429eb83423d6550e0fc15dad:hover , .ufd18d188429eb83423d6550e0fc15dad:visited , .ufd18d188429eb83423d6550e0fc15dad:active { border:0!important; } .ufd18d188429eb83423d6550e0fc15dad .clearfix:after { content: ""; display: table; clear: both; } .ufd18d188429eb83423d6550e0fc15dad { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufd18d188429eb83423d6550e0fc15dad:active , .ufd18d188429eb83423d6550e0fc15dad:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufd18d188429eb83423d6550e0fc15dad .centered-text-area { width: 100%; position: relative ; } .ufd18d188429eb83423d6550e0fc15dad .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufd18d188429eb83423d6550e0fc15dad .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufd18d188429eb83423d6550e0fc15dad .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufd18d188429eb83423d6550e0fc15dad:hover .ctaButton { background-color: #34495E!important; } .ufd18d188429eb83423d6550e0fc15dad .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufd18d188429eb83423d6550e0fc15dad .ufd18d188429eb83423d6550e0fc15dad-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufd18d188429eb83423d6550e0fc15dad:after { content: ""; display: block; clear: both; } READ: Analytical Chemistry EssayIn 1996, there were nearly 1. 500 two-year colleges in the United States, with total enrollment of approximately 5. 5 million full-and part-time students. This enrollment accounted for about 45 percent of the nations undergraduates à ¢Ã¢â€š ¬Ã¢â‚¬Å" up from 31 percent in 1970. More than 60 percent of the students attending two-year colleges were enrolled part-time, as compared with 30 percent of students attending four-year universities. Community college students tend to be older than the typical college student. The average age is 32. While 61 percent of the four-year college population is less than 25 years old, only 50 percent of the two-year college population is. One-in-Four College Student Will be Older Age 35+ By 2001 1993, 44 percent of students were over 25, and 2 out of 3 were women. 1970, 27. 8 percent of students were over 25 years of age. 1980, 37. 8 percent of students were over 25 years of age. If current trends continue, adults will outnumber traditional 17-23 aged students by the end of the next decade. More adults are trading thrills of life for a higher education. Preparing to Return Preparation is perhaps the most important factor separating successful students, at any age. Some of the steps that one might follow include: Earn A High School Diploma If you have never finished high school à ¢Ã¢â€š ¬Ã¢â‚¬Å" for whatever reason à ¢Ã¢â€š ¬Ã¢â‚¬Å" you can still earn a high school credential by either taking the GED Tests or enrolling in an alternative high school program. A high school diploma, or its equivalent, is a prerequisite for entering most degree programs. Call The National Institute for Literacy hotline for a GED or other adult education program near you at 1-800-228-8813. Nine out of ten colleges accept a GED diploma as equivalent to a traditional high school diploma. GED scores will provide registrars and admissions officers with a better idea with strengths and weaknesses. Brush Up on Study Skills Like many adults who start college after being out of school for a while, some subjects may feel a little rusty. Many schools typically have programs to help enhance those skills to optimize ones chances for success. More than 75 percent of colleges and universities offer programs to help brush up ones studying skills. Dont worry à ¢Ã¢â€š ¬Ã¢â‚¬Å" you wont be alone; 46 percent of students in these types of classes are over the age of 22. Depending on ones comfort level, courses can be taken on campus or through distance education. Check with the local community college to see what types of courses are offered. Ask Questions Before Filling an Application Contact the admissions office at the colleges that are of interest to ones goals before beginning the formal admissions process to ask any questions about academic skill levels, family or career concerns, or any other questions that are of concern. Its a good idea to make an appointment to find out exactly what will be expected in order to gain admission. Choosing the Right Program For most adult learners, choosing the right program means finding a good fit between an academic experience and the kind of skills, knowledge, and credential that will help them meet their career goals. Once the career goals have been established, determine what type of educational experience will help achieve those objectives. Do you need a few courses, a professional credential, an associates degree, a bachelors degree, or a graduate degree? Learning from a Distance Distance education and online courses now enable many adults to earn degrees at home or through their workplace. Distance learning enables one to learn in a variety of flexible formats such as videoconferencing, television-assisted courses, and online programs delivered over the Internet. If you own a computer or have access to one, there are thousands of programs available, ranging form degree programs that are delivered entirely online to programs that integrate online learning into traditional courses. Whatever is chosen, make sure that the program has received the approval of a recognized accreditation agency. .u2c650a0a77e5473f5eb6b63b91e4b811 , .u2c650a0a77e5473f5eb6b63b91e4b811 .postImageUrl , .u2c650a0a77e5473f5eb6b63b91e4b811 .centered-text-area { min-height: 80px; position: relative; } .u2c650a0a77e5473f5eb6b63b91e4b811 , .u2c650a0a77e5473f5eb6b63b91e4b811:hover , .u2c650a0a77e5473f5eb6b63b91e4b811:visited , .u2c650a0a77e5473f5eb6b63b91e4b811:active { border:0!important; } .u2c650a0a77e5473f5eb6b63b91e4b811 .clearfix:after { content: ""; display: table; clear: both; } .u2c650a0a77e5473f5eb6b63b91e4b811 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2c650a0a77e5473f5eb6b63b91e4b811:active , .u2c650a0a77e5473f5eb6b63b91e4b811:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2c650a0a77e5473f5eb6b63b91e4b811 .centered-text-area { width: 100%; position: relative ; } .u2c650a0a77e5473f5eb6b63b91e4b811 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2c650a0a77e5473f5eb6b63b91e4b811 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2c650a0a77e5473f5eb6b63b91e4b811 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2c650a0a77e5473f5eb6b63b91e4b811:hover .ctaButton { background-color: #34495E!important; } .u2c650a0a77e5473f5eb6b63b91e4b811 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2c650a0a77e5473f5eb6b63b91e4b811 .u2c650a0a77e5473f5eb6b63b91e4b811-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2c650a0a77e5473f5eb6b63b91e4b811:after { content: ""; display: block; clear: both; } READ: Business Model Innovation – State of the Art and Future Challenges for the Field EssayLearning Styles Most studies show that adults can learn just as efficiently online as in a lecture hall, but researchers also agree that participants in distance education programs need to be self-motivated. Make sure when choosing this type of learning style, one must be comfortable with both the technology involved and the ability to keep on track with completion of course requirements. Tips for a Successful Online Experience 1. Keep open minded about sharing life, work, and education experiences as part of the learning process. 2. Communicate through ones writing. 3. Be self-mot ivated and self-disciplined. . Willing to speak up if problems arise. 5. Are willing and able to commit 4 to 15 hours per week per course. 6. Can meet the minimum requirements for the program, whether traditional or online. 7. Can accept critical thinking and decision-making as part of the learning process. 8. Have access to a computer and modem. 9. Are able to think ideas through before responding. 10. Believe that high quality learning can take place without going to traditional classrooms. Myths and Realities about Going to College as an Adult Myth: College is for young people. Adults dont fit in. Reality: Today, College is for everyone. Almost 6 million people are 25 years of age or older which is forty percent of all American college students. Further, the U. S. Department of Education estimates that 90 million individuals participate in some form of adult education each year, including training and basic education offered outside traditional higher education. Myth: Going to school part-time, youll never complete a degree. Reality: One of the ways that institutions have accommodated adult learners is by devising alternate schedules that allow students to complete more classes in the same amount of time.

The Representation of Women and Men in the film Gran Torino Essay Example

The Representation of Women and Men in the film Gran Torino Essay Before current expectations of gender equality, men and women have often had very different perceptions placed upon them due simply to their sex. Women were expected to be compliant, nurturing and passive and societal expectations included marriage and primary responsibility for child rearing. Men were typically expected to be strong, decisive and brave, with the ability to take care of and protect their family. People who did not conform to these stereotypes were often marginalized by society.Films often represent women and men in ways that challenge the traditional gender roles held by our society. One such film, Clint Eastwoods Gran Torino, challenges audiences views about the independence of women and the leadership roles and masculinity associated with men, young and old.In the film we are presented with four main characters; the older male Walt Kowalski who is a strong and dominant man; the young male Thao Vang Lor, a submissive, feeble man; the older woman Grandmother Phong, t he matriarchal leader of the Lor family; and Sue Lor, a free spirited young woman with the courage and will to stand against the aggressive gang culture around her.Eastwood constructs his female characters to embody ideas of social independence and leadership, which challenges traditional values about women in society. Sue Lor and Grandmother Phong, stand up for themselves against their male counterparts in the film when they try to assert their dominance. This can be seen in the scene where Walt confronts Grandmother Phong, attempting to emphasise his dominance by spitting, traditionally a habit associated with strong men. The expectation is for Phong to back down from the show of dominance, but instead she spits an even larger amount than Walt; a direct signal to the audience of Phongs sense of equality.Grandmother Phong is the head of the Lor family and the female equivalent of Walt, as Walt is the head of his family. She is often portrayed sitting in a rocking chair on the Lors veranda, watching the neighbourhood, and chewing beetle juice, a substance chewed by men in Myanmar to show dominance and leadership. These activities are similar to the activities that Walt is revealed to do, such as drinking beer on the porch and chewing beef jerky, and the similarities shown between the two characters directs the audience to not only equate Phong with Walts character, but with the masculinity he displays, and to see female leadership as natural and right.We can see that Eastwood means to portray the females of Gran Torino as intelligent, quick thinking girls who have the courage to stand up to men when Sue is confronted with Spiders gang for the first time.Spider: This is my little cousin, Sue.Smokie: Hey, Sue how old are you, girl?Sue: Mentally, Im way too old for you. Im going inside.Spider: Thats right, go inside while the men talk.Sue: Yeah, thats exactly what Im doing, Fong.Her snappy, sarcastic comments, even when Spider suggests she should listen to men an d leave, which would re-affirm the traditional representation of woman as submissive, illustrates how Sue is intelligent and independent; she doesnt follow the orders of her family and especially not the orders of older men in her household. This female independence shown goes against traditional representation of women as weak and submissive characters that should always follow the orders of men.Female dominance is also seen when Sue is on the streets and is surrounded and threatened by three men. Instead of submitting, Sue fights verbally back at the three attackers, insulting their masculinity and provoking their anger.Tall gang member: This Oriental yummy for me? Dont worry; Ill take good care of her.Sue: Great, another asshole with a fetish for Asian girls. God, it gets so old.Tall gang member: Whats your name, girl?Sue: My name? Its take your crude, overly obvious come-on to every woman who walks past and cram it. Thats my name.From these scenes we are shown a woman who believ es it is her right to be able to walk down the street without being assaulted. This portrayal of women as fighters who can hold themselves against men and are considered to be equal is prevalent in the film, and the idea of strong women challenges a traditional societal view that woman should be submissive to men and that men are the stronger sex who should be the protectors.However, Gran Torino also presents women as vulnerable and unable to protect those that they love when we are presented with Sues encounter with the African American gang, and then the sexual assault of Sue by the Hmong gang. In both scenarios, Sue is singled out, because of her attitude towards abusive men or her connections to Thao, and is assaulted, verbally and physically, by the gangs.The assault of such a strong woman as Sue, by a gang of males, shows to the audience the idea that woman are physically vulnerable and need to be protected, as they cannot do it themselves. The assault of Sue intends to show t he audience that no matter how emotionally strong a woman is, men can always use physical strength to dominate, therefore acknowledging the notion that women are weak and in need of protection. The idea of vulnerable women reinforces a traditional societys expectations of women in need of protection. The portrayal of Sues loss of strength and power is included in the film as the catalyst for her brother Thao to transform from a weak male character to a stronger one who can be seen as beneficial to society.Men, such as Walt Kowalski, are represented in the film as aggressive, judgmental, crude, forceful characters who dominate; they are the strong leaders who are needed to protect the society they live in. They are presented as essential to society as the women and those with women like qualities and too weak and cannot protect themselves. This is seen when Sue is being assaulted by both the African American and Hmong gang members. Walt, who holds racial prejudice towards Sue and her family, drives by and rescues Sue from the verbal assault from the African American gang, rescuing her from a dangerous situation that she could not have escaped from herself.Walt also warns the gang about the consequences of crossing a man such as himself;Ever notice how you come across somebody once in a while you shouldnt have messed with? Thats me.Walt is also shown as a hero after the sexual assault of Sue and the drive by shooting on the Lors house; he defeated the Hmong gang by sacrificing himself and is killed so that Sue and Thao are protected from the Hmong gang in the future. The act of sacrificing himself to save others invites the audiences to see Walts character as brave, loyal and fiercely protective of Sue and Thao, and these characteristic reflect back upon the representation of men.The threatening warning and the self sacrifice, as well as many other of Walts actions, sets him up as the alpha male of the neighbour hood; the leader and the protector. The assertion of Walt as a leader and a guardian reinforces traditional societal views of males as dominant individuals and invites audiences to relate to Walt as his characterisation supports societys expectations of men.The scene after the birth ritual of the family, when Grandmother Phong is discussing how her daughter should remarry, addresses the idea of men who do not possess strength.Phong: Theres no man in this house, thats why my daughter should remarry. Being a second wife is better than having a woman be the head of the household.Man: What about Thao?Phong: What about him?Man: Hes the man in the house.Phong: Thaos not a man. Look at him in the kitchen, washing dishes like a woman. Even his sister gives him orders and he obeys.Phongs description of Thao doing jobs like a woman is meant as an insult to Thao, illustrating that it is weak and passive to be a sympathetic male character; this characterisation goes against societys traditional views of strong male characters. However, it also shows us that even though Grandmother Phong has assumed the leadership role in her family and her granddaughter Sue is following her lead, she still believes it would be beneficial to have a man as the head of her household; one more stereotypically male than her grandson who practices obedience and submissiveness to the women in his family. This re-affirms the idea that a strong male leader is needed for families to be successful, and it also reaffirms societal views of males.We can see that male characters in the film are represented as both strong, manly leaders of society, such as Walt, and weak, submissive individuals such as Thao, and therefore both reinforce and challenge traditional expectations of men by society.While we see the two older characters of Walt and Grandmother Phong ultimately maintaining their traditional gender roles, we see a caring and self sacrificing side to Walts nature, and a stoic side to grandmother Phong. We also see the two younger characters of Th ao and Sue display gender roles that encompasses both typically male and female characteristics.The film Gran Torino ultimately shows us four characters that, through a tragic series of events, display a range of gender identities that challenge and reinforce the traditional views of society.

Free Essays on Teenage Violence In Schools

Teenage Violence in Schools Teenage violence in schools has become a tremendous concern to many people. School violence over the past number of years has been increasing and family life, the things that occur in schools and the neighborhoods that the teenagers (that commit the crimes or violent acts) live in are some of the major factors. These are not necessarily the only causes to teenage violence. Family Lifestyle and the behavior of members within the family have been shown to have a direct affect on a teenager’s behavior in school. A child can be influenced very easily by any older person, especially a family member, because he always looks up to that family member. If a person in the family is involved in a criminal activity then the children can be turned on by this and become interested in doing the same thing. If the guardian or parent of a teenager does not punish him for doing something wrong, this can only lead to repetition of the bad behavior. Failure to stop a child from doing something wrong could lead the child to believe that his behavior is acceptable. Also, a child thinks that the people that are supposed to love him don’t even care that he is doing something bad so he will continue to do it. Teenagers also commit acts of violence to get their parents’ attention. If parents ignore what their teenagers are doing, then the teenagers will con tinue to do more negative things just to get their parents to notice them. Another reason why family lifestyle is a cause to teen violence is, if the teenager is abandoned at a young age than there is no one to teach him wrong and right (Kim 82). There are many different situations that can occur in school that can cause teenagers to do violent things. When a student has an argument with other students or a teacher that student may only know how to deal his anger by striking out. Often, teenagers do not know how to talk things out and instead, react violently. If a teen... Free Essays on Teenage Violence In Schools Free Essays on Teenage Violence In Schools Teenage Violence in Schools Teenage violence in schools has become a tremendous concern to many people. School violence over the past number of years has been increasing and family life, the things that occur in schools and the neighborhoods that the teenagers (that commit the crimes or violent acts) live in are some of the major factors. These are not necessarily the only causes to teenage violence. Family Lifestyle and the behavior of members within the family have been shown to have a direct affect on a teenager’s behavior in school. A child can be influenced very easily by any older person, especially a family member, because he always looks up to that family member. If a person in the family is involved in a criminal activity then the children can be turned on by this and become interested in doing the same thing. If the guardian or parent of a teenager does not punish him for doing something wrong, this can only lead to repetition of the bad behavior. Failure to stop a child from doing something wrong could lead the child to believe that his behavior is acceptable. Also, a child thinks that the people that are supposed to love him don’t even care that he is doing something bad so he will continue to do it. Teenagers also commit acts of violence to get their parents’ attention. If parents ignore what their teenagers are doing, then the teenagers will con tinue to do more negative things just to get their parents to notice them. Another reason why family lifestyle is a cause to teen violence is, if the teenager is abandoned at a young age than there is no one to teach him wrong and right (Kim 82). There are many different situations that can occur in school that can cause teenagers to do violent things. When a student has an argument with other students or a teacher that student may only know how to deal his anger by striking out. Often, teenagers do not know how to talk things out and instead, react violently. If a teen...

Corporate involvement in public shool such as snack vending machines Research Paper

Corporate involvement in public shool such as snack vending machines - Research Paper Example For example, before the advent of vending machines, employees used to leave their offices or workstations while students departed from the school’s main buildings in order to go and make a purchase of either cigarettes, snacks, lottery tickets, alcohol, or cologne from the small shops that were located within the vicinity, which were been manned by attendants or shopkeepers. However, with technological advancement and the subsequent development of vending machines, which dispenses such small products mentioned above after customers inset authentic money on the machine, it was no longer viable to establish or even maintain small shops around public places such as school or office compounds. The development of vending machines presented retailers with an opportunity to sell their assorted products at more convenient locations using branded vending machines, and according to Salyers, this has further provided retailers with an opportunity to market themselves in specific target m arkets (28-29). Because of this business interest, corporations have become more involved in the affairs of schools particularly because of their vending machine services, and this presents both negative and positive impact in public schools. Positive impact of the involvement of corporations in public schools